vol 25 no1,2025

The Effect of Using the Metacognitive Thinking Strategy on Developing Number Sense and Mathematical Proficiency among Fifth-Grade Students in Jordan.

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The Effect of Using the Metacognitive Thinking Strategy on Developing Number Sense and Mathematical Proficiency among Fifth-Grade Students in Jordan.

Abstract: 

This study aims to investigate the effect of using a metacognitive thinking method upon fifth-grade students' ability to develop a sense of numbers and a mathematical prowess in relation to units of numbers and fractions. The sample consisted of a school in Marka District Directorate of Education. Students in this school were divided into two groups, the first consisted of (83) students, while eighty-one students were placed in the experimental group. The following research instruments were used: (1) a test of the prerequisites, (2) a numerical sense test for the units of numbers and fractions (3) a test of mathematical proficiency for the units of numbers and fractions for the students in the control and experimental groups.All of these tests were tested for validity and reliability before they were taught.The experimental group studied the two units using the meta-cognitive thinking strategy, while the control group studied as usual. This was done after extracting indicators of their validity and reliability before beginning to teach them, and the study tools were then applied.  A multivariate analysis of covariance (MANCOVA) was used to answer the study's questions. The results showed a statistically significant effect of the metacognitive thinking strategy on students' achievement in the units of numbers and fractions related to numerical sense and mathematical proficiency compared to the conventional method. The results also indicated that there was no statistically significant effect in the units of numbers and fractions in developing numerical sense and mathematical proficiency that could be attributed to the interaction between the strategy and the achievement level. Additionally, the results pointed to a statistically significant effect in the units of numbers and fractions in favor of the experimental group students with high and low achievement levels in developing numerical sense and mathematical proficiency. The study concluded with recommendations, the most important of which was adopting the application of the metacognitive thinking strategy to develop numerical sense and mathematical proficiency in teaching numbers and operations in mathematics.

Keywords: meta-cognitive thinking, mathematical prowess, recall habits, number sense.

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